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Abstract

This study analyzes which of three specific methods of vocabulary instruction are effective for student learning. The three methods are the Frayer model, the Keyword method, and traditional vocabulary instruction. The study attempts to answer two research questions: 1) Which of three types of instructional approaches is most effective for student recall: the Keyword method, the Frayer model, or traditional vocabulary instruction? 2) Are identified research based, best practice forms of instruction such as using the Frayer Model and the Keyword method taught through rich, in-depth, explicit vocabulary instruction meaningful ways to improve students' individual vocabularies? Eighty-seven seventh grade students from a suburban mid-western school district participated in three separate units of instruction, receiving one of the instructional methods each time. Repeated measures Analysis of Co-Variance was used to analyze the data. Results of the analysis found that the Keyword method was statistically significantly more effective than traditional instruction in only one of the two groups. The final chapter addresses why statistical significance was not achieved in all instances and discusses implications for further research in vocabulary instruction.